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Implementation of the elements of effective classroom instruction: lessons from high performing, high poverty ubran schools

IMPLEMENTATION OF THE ELEMENTS OF EFFECTIVE CLASSROOM
INSTRUCTION: LESSONS FROM HIGH PERFORMING, HIGH POVERTY
URBAN SCHOOLS
by
Jose Manuel Rodriguez
__________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2008
Copyright 2008 Jose Manuel Rodriguez

The primary purpose of this study is to examine the role of systems and structures in promoting high academic achievement among students of color in high poverty schools. The study seeks to examine the effectiveness of a set of identified systems working in concert under a set of structures.; Specifically, the study focused on identifying systems and structures that increase reclassification rates among students of color who are English Learners due to the strong correlation between reclassification and achievement levels. An analysis of these effective systems allow for investigation into how certain schools are able to best prepare their English Learners. This study examined a high performing, high-poverty school with a large concentration of English Learners within a large, urban school district that has been successful in providing a high quality education, with effective systems and structures in place that create this condition. The criteria for a high performing school included schools that maintained or improved their API growth in a three to five year period. High poverty was defined as schools with 75 percent or more of their students on free or reduced lunch and identified as Title I. Urban was defined as an area with a high population density and a high concentration of students of color. High concentration is defined as a minimum of 60 percent of students of color at a school site.; The research questions for this study were developed by the thematic dissertation group using the theoretical framework as a guide that is grounded in socio-cultural theories of learning. The framework captures three critical elements that affect high student performance: 1) historical, societal, and educational influences, 2) contemporary societal and educational influences, 3) school site systemic and structural influences.; The following major findings emerged from this study: 1) Students of color are capable of performing at higher levels under appropriate conditions. 2) A culture of high expectations, was evident and reflected an organization operating under a belief system that students have the capacity to perform at high levels. 3) A concentrated effort on instruction and learning was observed within the systems and structures of the school. 4) Tenets of Culturally Relevant Teaching were observed in classrooms. 5) Elements and characteristics of Multicultural Education were evident at the school site.; This study describes how systems and structures can work in concert to meet the needs of students of color from a low socioeconomic background and foster high academic achievement.

IMPLEMENTATION OF THE ELEMENTS OF EFFECTIVE CLASSROOM
INSTRUCTION: LESSONS FROM HIGH PERFORMING, HIGH POVERTY
URBAN SCHOOLS
by
Jose Manuel Rodriguez
__________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2008
Copyright 2008 Jose Manuel Rodriguez